Language acquisition in children can be described as the process where a child acquires the ability to comprehend and perceive language. It also entails the process of producing words, and using the words to construct sentences for purposes of communication. Language acquisition is a typical characteristic of all humans since most other animals apart from human beings do not use language in communication. Infants normally start acquiring their native language as a first language and then any other additional language as second language, especially as they grow to become adults. The ability to use language successfully requires a child or an infant to acquire a wide range of tools such as morphology, semantics, vocabulary, phonology and syntax. Normally language is vocalized assign or speech. Notably, the human language ability is usually represented in one system known as the brain. This human language ability is finite but an individual can understand or say an infinite number of words or sentences. This is usually based on syntactic principle referred to as recursion. Studies have revealed that every child has approximately three recursive mechanisms. These mechanisms include relativization, coordination and complementation, which enables the sentences to flow indeterminately. In the first-language acquisition, there are basically two categories of guiding principles, that is; speech perception and speech production. The two guiding principle forms a complex system on which an infant’s language acquisition is built starting from distinctive individual phonemes.
Language acquisition has been described as the ability to perceive and comprehend language by many scholars. However, in modern research, language acquisition entails a lot of undiscovered events. The aim of this essay is to analyze critically the notion of language acquisition among children in relation to how language is generally processed in their brain.
Early learning and language acquisition
In the recent years, behavioral and brain studies have identified a rather complex aspect of interactions in the brain as a system during the early stages of language acquisition. Many of these interactions resembling the language processing systems in adults even though at infancy. However, in adult language is rather highly modularized and this modularization is reflected in the unique language patterns deficit as well as brain damage seen in adults during illness such as stroke. It is worth to note that an infant must start its early life with a brain system that can allow it to acquire all languages or specifically any language the child is exposed to. The child acquires the language either as visual-manual code or auditory-vocal (Lyle, 2016). Currently the studies on language acquisition are in a nascent stage. This implies that the mechanisms of an infant’s brain operations are yet to be understood comprehensively in relation to language acquisition. For example, research is ongoing to discover the capacity of the children to acquire language by ear, eye as well as the acquisition of multiple languages within the same time. Focus has also been drawn in the ability of children acquiring multiple languages, whereas such acquisition reduces dramatically with age. In other words, the child brain is able to internalize the code of speech easily in a manner that grownup brain cannot. This is rather puzzling and has resulted into many questions that are yet to be answered even with the modern sophisticated research in this field.
In language, domain, children and infants are considered as superior learners when they are compared with adults in regards to language acquisition. This happens despite of the adult’s cognitive superiority. The implication is that as an individual ages, the capacity of language acquisition diminishes. This theory has been accepted by many scientists. However, some aspects of language acquisition do not exhibit critical windows reflected from infant to adult stage. It has been established that critical windows varies in relation to learning lexical, syntactic and phonetics. Many studies have not been able to identify the exact timing of learning lexical, syntactic and phonetics for each level of childhood………………………………